I’ve made it to the end of another semester. Classes ended on Friday, and we have final exams this coming week. It’s been a long and full semester, as you can see by the relative lack of posting going on here since around October. How did things go?
Well, first of all I had a record course load this time around — four different courses, one of which was the MATLAB course that was brand new and outside my main discipline; plus an independent study that was more like an undergraduate research project, and so it required almost as much prep time from me as a regular course.
The Functions and Models class (formerly known as Pre-calculus) has been one of my favorites to teach here, and this class was no exception. We do precalculus a bit differently here, focusing on using functions as data modeling tools, so the main meat of the course is simply looking at data and asking, Are the data linear? If not, are they best fit by a logarithmic, exponential, or power function? Or a polynomial? And what should be the degree of that polynomial? And so on. I enjoy this class because it’s primed for the kind of studio teaching that I’ve come to enjoy. I just bring in some data I’ve found, or which the students have collected, and we play with the data. And these are mainly students who, by virtue of having placed below calculus on our placement exam, have been used to a dry, lecture-oriented math environment, and it’s very cool to see them light up and have fun with math for a change. It was a small class (seven students) and we had fun and learned a lot.
The Calculus class was challenging, as you can tell from my boxplots posts (first post, second post). The grades in the class were nowhere near where I wanted them to be, nor for the students (I hope). I think every instructor is going to have a class every now and then where this happens, and the challenge is to find the lesson to learn and then learn them. If you read those two boxplots posts, you can see some of the lessons and information that I’ve gleaned, and in the fall when I teach two sections of this course there could be some significant changes with respect to getting more active work into the class and more passive work outside the class.
Linear Algebra was a delight. This year we increased the credit load of this class from three hours to four, and the extra hour a week has really transformed what we can do with the course. I had a big class of 15 students (that’s big for us), many of whom are as sharp as you’ll find among undergraduates, and all of whom possess a keen sense of humor and a strong work ethic that makes learning a difficult subject quite doable. I’ll be posting later about their application projects and poster session, which were both terrific.
Computer Tools for Problem Solving (aka the MATLAB course) was a tale of two halves of the semester. The first half of the semester was quite a struggle — against a relatively low comfort level around technology with the students and against the students’ expectations for my teaching. But I tried to listen to the students, giving them weekly questionnaires about how the class is going, and engaging in an ongoing dialogue about what we could be doing better. We made some changes to the course on the fly that didn’t dumb the course down but which made the learning objectives and expectations a lot clearer, and they responded extremely well. By the end of the course, I daresay they were having fun with MATLAB. And more importantly, I was receiving reports from my colleagues that those students were using MATLAB spontaneously to do tasks in those courses. That was the main goal of the course for me — get students to the point where they are comfortable and fluent enough with MATLAB that they’ll pull it up and use it effectively without being told to do so. There are some changes I need to make to next year’s offering of the course, but I’m glad to see that the students were able to come out of the course doing what I wanted them to do.
The independent study on finite fields and applications was quite a trip. Andrew Newman, the young man doing the study with me, is one of the brightest young mathematicians with whom I’ve worked in my whole career, and he took on the project with both hands from the very beginning. The idea was to read through parts of Mullen and Mummert to get basic background in finite field theory; then narrow down his reading to a particular application; then dive in deep to that application. Washington’s book on elliptic curves ended up being the primary text, though, and Andrew ended up studying elliptic curve cryptography and the Diffie-Hellman decision problem. Every independent study has a creative project requirement attached, and his was to implement the decision problem in Sage. He’s currently writing up a paper on his research and we hope to get it published in Mathematics Exchange. (Disclaimer: I’m on the editorial board of Math Exchange.) In the middle of the semester, Andrew found out that he’d been accepted into the summer REU on mathematical cryptology at Northern Kentucky University/University of Cincinnati, and he’ll be heading out there in a few weeks to study (probably) multivariate public-key systems for the summer. I’m extremely proud of Andrew and what he’s been able to do this semester — he certainly knows a lot more about finite fields and elliptic curve crypto than I do now.
In between all the teaching, here are some other things I was able to do:
- Went to the ICTCM in Chicago and presented a couple of papers. Here’s the Prezi for the MATLAB course presentation. Both of those papers are currently being written up for publication in the conference proceedings.
- Helped with hosting the Indiana MAA spring meetings at our place, and I finished up my three-year term as Student Activities Coordinator by putting together this year’s Indiana College Mathematics Competition.
- Did a little consulting work, which I can’t really talk about thanks to the NDA I signed.
- I got a new Macbook Pro thanks to my college’s generous technology grant system. Of course Apple refreshed the Macbook Pro lineup mere weeks later, but them’s the breaks.
- I’m sure there’s more, but I’ve got finals on the brain right now.
In another post I’ll talk about what’s coming up for me this summer and look ahead to the fall.